📄 Abstract
The COVID-19 pandemic has led to the widespread adoption of hybrid learning models in higher education. As graduate programs continue to use this model, understanding its impact on student productivity and satisfaction remains crucial. This study examines the relationship between hybrid learning, student productivity, and satisfaction among graduate students at Eastern Samar State University (ESSU). Using a descriptive correlational research design, data were gathered through a digital survey using Google Forms. A snowball sampling technique was used to reach graduate students from various academic campuses. The survey measured hybrid learning engagement, student satisfaction, and productivity. The results indicated that 78% of respondents reported moderate to high satisfaction with hybrid learning, primarily due to its flexibility and reduced travel time. Regarding productivity, 65% of students noted stable or improved performance, with significant correlations found between hybrid learning and student satisfaction (r = 0.62, p < 0.01), and moderate correlation with productivity (r = 0.49, p < 0.05). Challenges, such as internet instability and engagement issues, were highlighted by 58% and 46% of students, respectively. These findings suggest that hybrid learning enhances student satisfaction but requires improvements in digital infrastructure and instructional design. Recommendations include providing better digital resources, faculty training, and academic support to optimize the hybrid learning experience. This study contributes to understanding hybrid learning's role in graduate education and offers insights for enhancing its effectiveness in the post-pandemic era.
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📚 How to Cite:
Ma. Lina Vita B. Amores, Dr. Allan A. Lalosa , HYBRID LEARNING IN GRADUATE SCHOOL: EXAMINING PRODUCTIVITY AND STUDENT SATISFACTION IN THE POST-PANDEMIC ERA , Volume 11 , Issue 3, march 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra20521